染雾全英文英语教案 篇一
Title: Teaching Vocabulary through Contextualized Activities
Objectives:
- To introduce new vocabulary words to students
- To help students understand the meaning of new words through context
- To engage students in meaningful and interactive activities to reinforce vocabulary learning
Materials:
- Text or reading passage with targeted vocabulary words
- Flashcards with the targeted vocabulary words
- Whiteboard or blackboard
- Worksheets or handouts for activities
Procedure:
1. Warm-up (5 minutes)
- Begin the lesson by asking students if they have encountered any new words recently.
- Discuss with students the importance of learning new vocabulary and how it can enhance their language skills.
2. Vocabulary Introduction (10 minutes)
- Write the targeted vocabulary words on the whiteboard or blackboard.
- Pronounce each word clearly and have students repeat after you to practice pronunciation.
- Provide brief definitions or explanations for each word, using simple language that students can understand.
- Show flashcards with corresponding pictures for each word to aid comprehension.
3. Vocabulary in Context (15 minutes)
- Present students with a short text or reading passage that includes the targeted vocabulary words.
- Read the passage aloud and ask students to follow along.
- Encourage students to underline or highlight the targeted vocabulary words as they listen.
- After reading, discuss the passage with students, asking questions to check their comprehension.
- Have students identify the targeted vocabulary words in the passage and explain their meanings based on the context.
4. Vocabulary Practice Activities (20 minutes)
- Divide students into pairs or small groups.
- Provide each group with a worksheet or handout that contains activities related to the targeted vocabulary words.
- Examples of activities include:
- Matching the vocabulary words with their definitions
- Completing sentences with the correct vocabulary words
- Creating sentences using the vocabulary words
- Circulate around the classroom to monitor and assist students as they complete the activities.
- Encourage students to discuss their answers and provide explanations for their choices.
5. Wrap-up and Conclusion (5 minutes)
- Review the targeted vocabulary words and their meanings with the whole class.
- Ask students to share any new insights or connections they made while completing the activities.
- Emphasize the importance of using new vocabulary words in everyday conversations and writing.
Assessment:
- Observe students' participation and engagement during the activities.
- Check students' completed worksheets or handouts for accuracy and understanding of the vocabulary words.
- Monitor students' ability to use the targeted vocabulary words in their sentences during class discussions.
全英文英语教案 篇二
Title: Teaching Grammar through Communicative Activities
Objectives:
- To introduce and explain a specific grammar rule or concept to students
- To provide students with opportunities to practice using the grammar rule in meaningful and interactive ways
- To develop students' oral and written communication skills through grammar activities
Materials:
- Whiteboard or blackboard
- Worksheets or handouts for grammar activities
- Audio or visual materials (optional)
Procedure:
1. Warm-up (5 minutes)
- Engage students in a brief discussion or activity related to the grammar rule or concept you will be teaching.
- For example, for teaching present continuous tense, ask students to describe what they are currently doing.
2. Grammar Introduction (10 minutes)
- Write the grammar rule or concept on the whiteboard or blackboard.
- Explain the rule or concept using simple language and examples that students can understand.
- Provide additional examples and ask students to identify the patterns or rules.
3. Grammar Practice Activities (20 minutes)
- Divide students into pairs or small groups.
- Provide each group with a worksheet or handout that contains grammar activities related to the targeted rule or concept.
- Examples of activities include:
- Completing sentences with the correct verb forms
- Creating dialogues or role plays using the grammar rule
- Rewriting sentences to practice different verb tenses
- Encourage students to discuss their answers and provide explanations for their choices.
- Monitor and assist students as they complete the activities.
4. Communicative Activities (15 minutes)
- Create interactive activities that allow students to practice using the grammar rule in a communicative context.
- For example, for teaching past tense, organize a "Guess the Memory" game where students take turns describing a past event and others guess the correct tense used.
- Encourage students to use the grammar rule naturally in their conversations and interactions.
5. Wrap-up and Conclusion (5 minutes)
- Review the grammar rule or concept with the whole class, emphasizing key points.
- Ask students to reflect on their understanding and use of the grammar rule.
- Provide feedback and address any questions or concerns.
Assessment:
- Observe students' participation and engagement during the activities.
- Check students' completed worksheets or handouts for accuracy in using the grammar rule.
- Evaluate students' ability to use the grammar rule appropriately in communicative activities.
全英文英语教案 篇三
Period ：
Period1
Type ：
Reading
Duration:
45minutes
Teaching ideology
The current theory view reading as a interactive process which involves not only the printed page but also the readers old knowledge of the language in general, the world and the text types. In the reading process, these factors interact with each other and compensate for each other. Based on the understanding of reading as an interactive process, teaching reading in the classroom is pided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.
Teaching material and learning condition The analysis of teaching material
The teaching material is the reading part from NSEFC Module2 Unit . The topic of this unit is . This passage mainly introduces The passage consists of paragraphs. The first paragraph is a general introduction of the . Para.2 to Para.4 introduces . The last paragraph tells about . The topic is not new to the Ss. But there is some new words and phases in the passage. The analysis of learning condition
The students are from grade1 in senior high school. As high school students, they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade1, they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of and know some. But they may not know before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.
Learning objectives
1. Language skills
● At the beginning of the class, Ss can predict the content of the passage based on the title. ● Ss can scan the passage and find out the specific information such as the person related with
● Ss can summarize the passage with the help of the clues of the passage.
2. Language knowledge
● Ss can master the key words and phrases of the passage as follows, . ● Ss can learn , especially
3. Affects
● Ss will realize that and they will concern themselves with the issue of
4. Cultural awareness
● Ss will broaden their minds by knowing something about
5. Learning strategies
● Ss will cultivate their ability inpidual learning and cooperative learning by doing some activities independently and some in groups.
● Ss will communicate with each other in English while doing the group work. Language
difficulties focuses and anticipated
Language focuses
This is a reading period so the focus is to cultivate the students reading skills. The many activities are designed to help Ss to train their reading skills, such as predicting, skimming, scanning and summarizing.
It is also important for the Ss to master the new words and phrases.
Anticipated difficulties
As the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn the new words and phrases.
Ss may did not heard before, so the teacher will tell them some background knowledge about it.
Teaching method
Three-stage model : Based on the understanding of reading as an interactive process, teaching reading in the classroom is pided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.
Teaching aids
Multimedia devices and PPT documents: In order to help Ss to fully understand the whole passage, I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom.
Teaching procedures
Step1. Lead-in (6min)
Activity1. Greetings and Free-talking (2min)
T Leads into the topic by asking Ss some they know. Ss tell the name of the they know freely.
T: Hello boys and girls.
(Ss say hello to the teacher.)
T: When we say , what appears in your minds?
(Ss tell the things appear in their minds freely.)
T: What are the ?
(Ss tell some names of .)
Activity2. Picture-talking (4min)
T shows some pictures about the in China and abroad. After seeing the pictures, Ss are expected to tell the similarities of them.
T: Just now, you talk about some in China. Now, let s see some pictures of some . (T shows the pictures and Ss see them carefully.)
T: What do the have in common?For example, they are very precious. What are your opinions?
(T gives them some hints and Ss tell the characteristics of )
[Aims]
In this step, T first leads in the topic by talking with the Ss freely about the which
is familiar to them and then Ss see some pictures and tell the characteristics. These two activities aim to arouse the Ss interests in the topic and activate their old knowledge of . Then Ss will be mentally prepared for the reading comprehension. Whats more,
when they are talking about the charateristics of , they will realize that the are rare and precious and they will concern themselves with the issue of .
Step2. Pre-reading (3min)
Activity1. Knowing something about (1min)
T gives a brief introduction of the. Ss will know the T: Today, we are going to learn . It is . Do you know what is? (T shows some pictures ofand Ss get to know the .)
Activity2. Predicting (2min)
T asks Ss to read the title of the passage and then ask them some questions. Ss will predict the content of the passage with the help of the title.
T: please look at the title “”, what does “” mean?
(If the Ss can not give the answer, then T explain it.)
T: In search means that people are looking for it. Why are people looking for it? Can you guess? What will the passage talk about?
(Ss predict the content, but T will not give the answer here.)
[Aims]
In this step, the Ss first know some information of the ; the background information will make it easier for the Ss to understand the passage. Then T asks Ss to make predictions about the passage. It aims to help Ss develop the reading skills of predicting.
Step3. While-reading (22min)
Activity1. Skimming (4min)
Ss skim the whole passage and find out and check their predictions. T: Why are people still ? Here is a multiple choice for you.
Activity2. Scanning (3min)
T presents several true or false statements and asks the Ss to scan the passage and judge the right from the wrong.
(Keys: F，F，T，T，F)
Activity3 Close-reading (15min)
T designs various kinds of activities and Ss do the activities to fully understand the passage. Para.1
T: Please read Para.1 carefully and then take some note about the .
Para.2-4
Please read Para.2-4 carefully and then find out the removal of the room.
Please read Para.2-4 carefully and then find out the person related with the Amber Room and the things them down with it.
Para.5
Please read Para.5 carefully and then find out the the rebuilding of the amber room.
全英文英语教案 篇四
Unit 1 How can we become good learners?
Section A 1 (1a-2d)
一．Teaching aims:
Language goals
1. Talk about how to study. 2. Find out your suitable learning methods. Ability goals
1.Words and phrases： aloud pronunciation work with friends ask the teacher for
help, read aloud , look up , practice pronunciation
2.Sentence patterns
How do you study English? I learn by working with a group.
Do you learn English by reading aloud?
Yes, I do. It helps my pronunciation.
How can I read faster?
You can read faster by reading word groups.
二．Emotion and attidute:
Developing students ability of learning English
三．Key points and difficulties
1. Key words and phrases
2.Questions intrduced by “how”and the sentence pattern: “by +doing ”
四．Teaching procedures:
Step 1 Warming up
T: How do you study English? Do you study English by the following ways?
(Show some pictures and present the important phrases.)
T: How do you study English?
S: I study English by ______.
by working with friends.
by making word cards. by asking the teacher for help. by reading the textbook. by working with a group. by listening tapes.
Step 2 1a Check the ways you study English. Then add other ways you sometimes study.
___ a. by working with friends. ___ b. by making word card. ___ c. by reading the textbook. ___ d. by listening to tapes
___ e. by asking the teacher for help. …
Step 3 Listening
1) Listen. How do these students study for a test? Write letters from 1a above. 2) Check the
answers: b (Meiping); e (Peter); d (Tony)
Step 4 Guess
Show some pictures.
Guess: How does he/she study English? He/She studies English by… How do they study English? They study English by…
Step 5 Pairwork
1c Make conversations about how you study for a test. A: How do you study for a test? B: I study by working with a group. A: How do you study for a test? B: I study by…
Step 6 Listening
2a Listen and check the questions you hear.
1 ____ Does anyone learn English by watching videos?
2 ____ Do you have conversations with friends in English? 3 ____ What about listening to tapes?
4 ____ What about reading aloud to practice pronunciation? 5 ____ Have you ever studied with a group?
Answers: 1, 2, 4, 5
2b Listen again. Match each answer below with a question above. a. Yes, I have. Ive learned a lot that way.
b. Oh, yes. It really improves my speaking skills. c. I do that sometimes. I think it helps.
d. No. Its too hard to understand spoken English.
Answers: d, b, c, a
Step 7 Pairwork
1. 2c Make conversations using the information in 2a and 2b A: Have you ever studied with a group? B: Yes, I have. Ive learned a lot that way. Show some pictures.
1) A: Do you learn English by watching movies?
B: Yes, its a very interesting way.
C: No, its too hard to understand spoken English.
2) A: What about writing letters to a pen pal in America?
B: Yes, it helps to improve my writing skills and know a lot aboutAmerica.
3) A: Do you have conversations with friends in English?
B: Of course, we can talk about plenty of things like school, pets,movies, and our parents.
全英文英语教案 篇五
It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.
I. Contents:
Today Im going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Lets talk and lets practice. In section 1, it mainly deals with the dialogue about “Whats in the schoolbag ” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have And the answer: I have 23 +n.(pl.)
II. Teaching aims
1. Aims on the knowledge
(1) To enable the Ss to understand and speak: “My schoolbag is heavy. Whats in it Thank you so much.” Make sure that Ss can use these sentences in real situations.
(2) To help Ss to finish the survey.
(3) Let Ss finish the assessment of “Lets check” in this unit.
2. Aims on the abilities
(1) To develop Ss abilities of listening and speaking.
(2) To train the Ss ability of working in groups.
(3) To foster Ss abilities of communication and their innovation.
3. Aims on the emotion
(1) To foster Ss consciousness of good co-operation and proper competition.
(2) To lead Ss to show their loveliness to the poor.
III. Key-points of this lesson
(1) To help Ss ask and answer the question: Whats in it
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss interest in English.
